3 sessions; 40 minutes per session

1. SWBAT explain the symbolism of the sun in Mexican art.
2. SWBAT create a balanced sun painting and identify the type of balance used (symmetrical/asymmetrical).
3. SWBAT choose colors and design patterns to create a unique sun design.
4. SWBAT identify warm and cool colors.

1. Pencils
2. Tempera Paint
3. Sharpie Markers
4. Circle Tracers

Need these materials? Visit Blick!

1. Show students the presentations about Metepec suns. Discuss how the sun symbolizes life-giving energy (how?) and good luck (why do you think?).

2. Identify warm colors (yellows, reds, oranges) and cool colors (blues, greens, purples).

3. Students should trace a large circle onto their paper (we used round paint palettes to trace).

4. Create stylized designs on the circle to make a sun face. Add patterns, rays and a face! Decide if your sun will be symmetrical (same on both sides) or asymmetrical.

5. Use Sharpie markers to outline your designs. You can simply color in the whole picture with Sharpies or you can use tempera paints to paint the designs. Neon tempera paints are especially fun. Will you use warm or cool colors in your picture?

1. Did the student create a unique stylized sun face and show creativity?

2. Did the student demonstrate craftsmanship, care and effort?

3. Can the student identify warm, cool, asymmetrical, symmetrical?

4. Can the student explain how the sun is used as a symbol in Mexican art?

Warm/Cool color suns in this Prezi: https://prezi.com/4iwlv8wduqnp/mexican-sun-art/

Metepec Sun Prezi by Cassie Stephens:
https://prezi.com/ucjrg4tqcrn7/metepec-mexico/

https://prezi.com/p58cluxo2vkm/mexico-cultural-theme-unit/

Children's Story Book: Musicians of the Sun, by Gerald McDermott

These suns can be made out of clay or paper mache as well.

For this and lots more great content, visit my blog at www.ArtisBasic.com

[K-4] Students use different media, techniques, and processes to communicate ideas, experiences, and stories

[K-4] Students use art materials and tools in a safe and responsible manner

[K-4] Students know the differences among visual characteristics and purposes of art in order to convey ideas

[K-4] Students describe how different expressive features and organizational principles cause different responses

[K-4] Students know that the visual arts have both a history and specific relationships to various cultures

[K-4] Students identify specific works of art as belonging to particular cultures, times, and places

Folk Art

Balance, Color/Value, Contrast, Rhythm/Pattern

Painting

Geography, Multicultural Studies